(北師大2019版)英語(yǔ)必修第三冊(cè)-Unit-8-大單元教學(xué)設(shè)計(jì)

Book3Unit8GreenLiving教案設(shè)計(jì)單元主題本單元主題語(yǔ)境是“人與自然”，涉及的主題語(yǔ)境內(nèi)容是人類生存、社會(huì)發(fā)展與環(huán)境的關(guān)系以及環(huán)境保護(hù)。本單元呈現(xiàn)了綠色生活的基本概念和生活方式、“根與芽”（RootsandShoots）環(huán)保組織、投身于植樹(shù)造林環(huán)保事業(yè)的易解放所做的演講、阿姆斯特丹“白色自行車”（whitebikes）的發(fā)展、某市居民對(duì)環(huán)境保護(hù)態(tài)度的報(bào)告、太陽(yáng)的意義與價(jià)值、瑞典和非洲大陸對(duì)于廢物回收的做法、地球面臨的三大環(huán)境問(wèn)題等學(xué)習(xí)內(nèi)容，幫助學(xué)生全面了解環(huán)境問(wèn)題現(xiàn)狀以及人類生存發(fā)展與環(huán)境的關(guān)系，提升學(xué)生環(huán)保意識(shí)，引導(dǎo)學(xué)生投身到環(huán)保的洪流之中，做力所能及之事，為改善環(huán)境做出應(yīng)有貢獻(xiàn)。單元目標(biāo)語(yǔ)言能力目標(biāo)能夠運(yùn)用關(guān)于綠色生活的詞匯與詞塊描述綠色生活的概念并描述踐行綠色生活的方式；能口頭介紹“根與芽”組織的基本理念與主張；能口頭介紹與評(píng)價(jià)易解放的事跡；能描述阿姆斯特丹“白色自行車”的發(fā)展歷程并發(fā)表對(duì)共享自行車未來(lái)發(fā)展的看法；能識(shí)別演講稿和說(shuō)明文的基本結(jié)構(gòu)；能撰寫(xiě)關(guān)于某一區(qū)域共享單車使用情況的調(diào)查報(bào)告。文化意識(shí)目標(biāo)能夠認(rèn)識(shí)到個(gè)人在環(huán)保中的作用，社會(huì)中的每個(gè)個(gè)體都應(yīng)該承擔(dān)自己的責(zé)任，提升環(huán)保意識(shí)，踐行綠色生活方式，投身到環(huán)境保護(hù)偉大事業(yè)中。思維品質(zhì)目標(biāo)能夠通過(guò)聽(tīng)、讀、看關(guān)于不同類型的關(guān)于綠色生活的語(yǔ)篇，思考個(gè)人環(huán)保意識(shí)與生活方式對(duì)環(huán)境的影響，審視自己如何通過(guò)恰當(dāng)?shù)木G色生活的方式對(duì)環(huán)境保護(hù)貢獻(xiàn)力量。思考如何通過(guò)說(shuō)和寫(xiě)有邏輯的表達(dá)關(guān)于環(huán)境保護(hù)的話題和個(gè)人行動(dòng)的選擇。學(xué)習(xí)能力目標(biāo)能夠通過(guò)了解環(huán)境保護(hù)的方式與意義；能夠多渠道獲取英語(yǔ)學(xué)習(xí)資源；能夠選擇恰當(dāng)?shù)牟呗耘c方法，監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程。

Topictalk板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Listening+Speaking主題語(yǔ)境人與自然——環(huán)境保護(hù)內(nèi)容分析本部分包含兩篇聽(tīng)力文本。第一篇文本介紹了“綠色生活”主題展覽，展覽包含介紹不同種類污染、探究引起污染的根源、人類應(yīng)對(duì)污染的方案和人們?nèi)绾握J(rèn)識(shí)并踐行“綠色生活”四個(gè)部分。第二篇文本中對(duì)話雙方根據(jù)個(gè)人實(shí)際居住條件和環(huán)境，分享各自如何因地制宜個(gè)地球增添一抹綠色的經(jīng)驗(yàn)。教學(xué)目標(biāo)獲取聽(tīng)力語(yǔ)篇中關(guān)于“greenliving”的關(guān)鍵信息，補(bǔ)全表格內(nèi)容；概括語(yǔ)篇結(jié)構(gòu)，分析表達(dá)邏輯，運(yùn)用所學(xué)詞匯和表達(dá)方式，描述“greenliving”的必要性和生活方式。發(fā)表個(gè)人對(duì)“greenliving”的理解，審視個(gè)人生活方式，提出自己踐行“greenliving”的方式。教學(xué)重點(diǎn)獲取聽(tīng)力語(yǔ)篇中關(guān)于“greenliving”的關(guān)鍵信息，概括語(yǔ)篇結(jié)構(gòu)，分析表達(dá)邏輯；發(fā)表個(gè)人對(duì)“greenliving”的理解。教學(xué)難點(diǎn)審視個(gè)人生活方式，提出自己踐行“greenliving”的方式。教學(xué)策略聽(tīng)說(shuō)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Tpresentspicturesdepictingbothenvironmentalproblemsandpleasantenvironment.TasksSstotalkabouttheirunderstandingof“greenliving”.1.Sslookatthepicturesandanswerthequestions.①Whatisgreenliving?②Whatcanyoudotoimprovegreenliving?Activatepriorknowledgeabout“greenliving”.Activity21.TasksSstotalkabouttheirexpectationsaboutwhatonecanseeinanexhibitionongreenliving.Ssanswerthequestion.Ifyouaregoingtoanexhibitionongreenliving,whatdoyouexpecttosee?Formexpectationsaboutthelisteningmaterialabouttheexhibitionongreenliving.Activity31.TasksSstoread“TextBuilder”onPage28andremindsSstounderlinethekeywordsandexpressionsduringlistening.2.TplaystherecordingforSstocompleteActivity2.3.TasksSstorecallhowthespeakersintroducetheGreenLivingExhibitionandone’sunderstandingaboutgreenliving.Playtherecordingagainifnecessary.1.Ssread“TextBuilder”onPage28andgetthepoint.2.Sslistenforthesecondtimeandcomplete“TextBuilder”.3.SsworkingroupsandtalkabouthowthespeakersintroducetheGreenLivingExhibitionandone’sunderstandingaboutgreenliving.UnderstandthedetailsofthelisteningandsummarisethewaytointroduceaGreenLivingExhibitionandone’sunderstandingaboutgreenliving.Activity4TasksSstodiscussandexpresstheirownopinionsabouttheproblems,solutionsandunderstandingsaboutgreenliving.Ssdiscussandexpresstheirownopinionsabouttheproblems,solutionsandunderstandingsaboutgreenlivingbasedontheexpressionsandthestructureoftheTextBuilder.Usetheusefulexpressionsandstructuretoexpresstheirownunderstandingsaboutgreenliving.Activity51.TasksSstoreadquestionsinActivity4.2.TplaystherecordingforSstoanswerthequestionsinActivity4.SslistentothedialogueandanswerthequestionsinActivity4.Understandhowothersmakecontributionstogreenlivingaccordingtotheirsituations.Activity6TasksSstothinkabouttheimportanceofgreenlivingandthewaystolivegreener.Ssworkingroups,discussandanswerthequestions.①I(mǎi)sgreenlivingnecessaryorimportant?Whyorwhynot?②Whatcanyoudotolivegreener?Explorefurtherabouttheimportanceofgreenlivingandapplywhatislearnttoguidethemtolivegreener.Activity7TasksSstoactoutarole-play.Workingroupsoffour.StudentAandBdon'tfavourgreenliving.StudentCandDtrytopersuadethemtolivegreenandgivesometips.Consolidatewhatislearntaboutgreenlivingandcreateadialogue.Activity8TasksSstoevaluatehowwellthey’velearnt.Completethetableofself-evaluation.Reflecthowwellthey’velearnt.Lesson1板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading主題語(yǔ)境人與自然——環(huán)境保護(hù)內(nèi)容分析本課介紹了動(dòng)物學(xué)專家珍?古道爾教授建立環(huán)保組織Roots&Shoots的來(lái)龍去脈。她建立這個(gè)組織是為了教育青年人保護(hù)環(huán)境,用參與式的環(huán)境教育方式鼓勵(lì)年青人關(guān)心環(huán)境、關(guān)愛(ài)動(dòng)物、積極參與關(guān)懷社區(qū)的活動(dòng)，教會(huì)他們?nèi)绾闻c自然和諧相處，使年輕人意識(shí)到環(huán)境保護(hù)是每個(gè)人都能貢獻(xiàn)一份力量的事業(yè)。這個(gè)組織的名稱別具一格：“根與芽”取義于根能夠在地下慢慢結(jié)成堅(jiān)實(shí)的基礎(chǔ)，芽能夠執(zhí)著地向陽(yáng)而生。文本將青年人比作根與芽，號(hào)召大家像根和芽那樣，雖然微小但匯聚在一起能夠創(chuàng)造更美好的世界。該文本的核心思想是改變?nèi)藗兂Ｓ械腻e(cuò)誤觀念：認(rèn)為每個(gè)人的行為微不足道，對(duì)環(huán)保不會(huì)有什么影響。珍?古道爾教授強(qiáng)調(diào)每個(gè)個(gè)體、每個(gè)生命的存在都有它的價(jià)值和意義，每個(gè)人都能對(duì)世界產(chǎn)生影響。當(dāng)每個(gè)大點(diǎn)點(diǎn)滴神鬱力匯聚在一起的時(shí)候，能夠形成改變世界的巨大力量。。教學(xué)目標(biāo)獲取有關(guān)“根與芽”組織的基本信息（如時(shí)間、創(chuàng)建者、目的、名稱的意義）；口頭介紹“根與芽”組織的社會(huì)貢獻(xiàn)及創(chuàng)建初衷，闡釋珍?古道爾教授的話；梳理說(shuō)明文的文本結(jié)構(gòu)，找出并賞析說(shuō)明文的寫(xiě)作特點(diǎn)和語(yǔ)言特點(diǎn)。教學(xué)重點(diǎn)口頭介紹“根與芽”組織的社會(huì)貢獻(xiàn)及創(chuàng)建初衷，闡釋珍?古道爾教授的話。教學(xué)難點(diǎn)梳理說(shuō)明文的文本結(jié)構(gòu)，找出并賞析說(shuō)明文的寫(xiě)作特點(diǎn)和語(yǔ)言特點(diǎn)。教學(xué)策略交際法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstolookatthepicturesandanswerthequestions:1.Whatishappeningineachpicture?2.Haveyoueverdoneanyofthesethings?3.Whatwouldhappenifeverybodydidthesamethings?Studentsworkinpairsanddiscussandanswerthequestion.Activatepriorknowledgeandgettoknowtheconsequenceofthesebehaviour.Activity2TasksSstopredictthemainideaofthetextaccordingtothetitlesandwhatwediscussedbefore.Sspredictthemainideaofthetext.Formexpectationsofthetext.Activity3TasksSstoreadparagraph1andanswerthequestions:1.Whatis“Just-me-ism”?2.Whyis“Just-me-ism”aproblem?3.Doyouhaveanysuggestionsonhowtosolvetheproblem?Ssreadparagraph1andanswerthequestions.GettoknowtheproblemandpreparefortheintroductionofRootsandShoots.Activity4TasksSstoreadtherestofthetextandfindoutthebasicinformationaboutRoots&Shoots.SscompletethetableabouttheorganisationRoots&Shoots.AcquirekeyinformationabouttheorganisationRoots&Shoots.Activity5TasksSstoreadthetextagainandanswerthequestions:1.WhatcontributiondoesRoots&Shootsmaketosociety?2.WhatmakesDr.JaneGoodallthinkRoots&Shootscanhelpsolvetheproblemof“Just-me-ism”?3.WhatisyourexplanationforthetwoquotesfromDr.JaneGoodall?SsdiscussthecontributionsRoots&Shootsmadetosociety.Thinkthequestionsandthensharetheideaswiththeclass.GettoknowthecontributionsRoots&Shootsmadeandrealizeitsvalue.Activity6TasksSstoexplorethetechniquesthewriterusestomakehis/herviewlogicalandconvincingandfindatleastoneexampleforeachtechnique.Ssfocusonthetechniquesthewriterusesandfindexamplesforthetechniques.Analysethefeaturesofthetextandexplorethewriter’sintention.Activity7TasksSstodiscussthefollowingquestions:1.Fromtheperspectiveofacommunityofasharedfuture,howdoyouunderstandRootsandShoots?2.Whatcontributioncanyoumaketotheenvironmentasanindividual?Workingroupsanddiscussthequestions.TothinkcriticallyabouttheorganisationRoots&Shootsandthinkwhatcanbedone.Activity8TasksSstosuggestanothertitleforthetextandexplainthereason..Suggestanothertitleforthetextandexplainthereason.Explorethemeaningofthetheme.Activity9TasksSstointroduceRoots&Shootswiththefollowinginformation.Instructions:Whenandwhereitwasestablished;Themeaningofitsname;Thepurpose;Thecontributionitmakestosociety;SsintroduceRoots&Shootswiththeinformation.Consolidateandapplywhatislearnt.Activity10TasksSstoperformaole-play.ImagineyouareavolunteerofRoots&Shoots.Usewhatyouhavelearnttopersuadeonofthefollowingpeople.Ssperformaole-play.Applywhatislearnt.Activity10TasksSstodoaquiz.Ssdoaquiz.Consolidateandinternalizethelanguage.Activity11TasksSstoself-evaluatewhatislearnt.Ssself-evaluatewhatislearnt.Evaluatehowmuchislearnt.HomeworkPleasewriteashortpassageaboutyourunderstandingofRootsandShoots.FinishExercise9,10onPage33.Lesson2Greeningthedesert板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40–45分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Listening主題語(yǔ)境人與自然——自然生態(tài)環(huán)境保護(hù)內(nèi)容分析本文以演講和演講后問(wèn)答訪談的形式，介紹了易解放和其所創(chuàng)辦的非營(yíng)利性組織—Greenlife。演講第一部分介紹了易解放創(chuàng)辦Greenlife的原因、目的。演講第二部分描述了Greenlife早期艱苦的奮斗史和取得的成就。演講第三部分以易解放兒子紀(jì)念碑的碑文為引，概括抒發(fā)了對(duì)易解放的欽佩和贊揚(yáng)（聽(tīng)力練習(xí)略）。在演講隨后的訪談環(huán)節(jié)，則通過(guò)問(wèn)答形式對(duì)演講內(nèi)容的部分細(xì)節(jié)進(jìn)行了補(bǔ)充。本文旨在讓學(xué)生聽(tīng)后了解易解放從喪子之痛中走出來(lái)，繼承其遺志，創(chuàng)辦公益組織，投身于植樹(shù)造林、治理荒漠的感人事跡。意在引導(dǎo)學(xué)生樹(shù)立環(huán)保意識(shí)，參與到植樹(shù)造林中；并能從日常生活的小事做起，踐行環(huán)保理念。教學(xué)目標(biāo)1.聽(tīng)懂語(yǔ)篇大意，并能在聽(tīng)的同時(shí)記錄關(guān)鍵信息。通過(guò)聽(tīng)演講和訪談，了解易解放的感人事跡及其創(chuàng)辦的非盈利型組織-Greenlife的成就。思考如何從自身做起，從小事做起，保護(hù)環(huán)境。3.了解怎么在演講后進(jìn)行提問(wèn)教學(xué)重點(diǎn)引導(dǎo)學(xué)生通過(guò)視頻材料，獲取關(guān)于易解放的感人事跡及其創(chuàng)辦的非盈利型組織-Greenlife的主要信息幫助學(xué)生學(xué)會(huì)在聽(tīng)的同時(shí)記下關(guān)鍵信息教學(xué)難點(diǎn)了解演講后提問(wèn)的技巧引導(dǎo)學(xué)生從自身做起，從小事做起，為環(huán)保盡一份力教學(xué)策略聽(tīng)說(shuō)法交際教學(xué)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityWords&expressions1.Tpresentssomepicturesofnon-profitorganizations2.Tpresentssomekeywordsbasedontheirfunctions.Sslookatthepicturesandexpressions,readandlearnthewords1.HelpSsrecallthetopic-relatedwordsandgetSsfamiliarwiththenewwordsandexpressionswhichwillbelistenedinthematerial.BeforelisteningTpresentapictureofsomevolunteersplantingtreesinthedesertandask“wherearethey?Whataretheydong?Whatdifficultiesmaytheymeet?”Ssusetheirbackgroundknowledgetoanswerthequestions1.ActivateSs’interestinthetopic.2.ProvideasituationtohelpstudentsrelatetothevoluntaryworkofNPO-Greenlife.WhilelisteningActivity1TasksSstolookattheposterforaninvitedtalk.Andanswerthequestions.Whoistheladyonthepicture?Whatisshedoing?WhatdoesNPOstandsfor?WhatisNPO-Greenlifeaimedat?Whatdoyouthinkthepresenterisgoingtotalkabout?Sslookatthetitleandtheposters,answeringthequestionsandpredictingthecontentofthespeechSsobserveallthingsthatwillhelpthemtopredictwhatwillbetalkedsotheywillbefocusedduringlistening.WhilelisteningActivity2TshowsSsquestionsandasksSstolistenandanswer.1.WhatwastheterribleeventthatchangedYiJiefang’slife?2.HowdidYiJiefangfeelaftertheaccident?3.WhatmadeherstartNPO-Greenlife?Sslistentothefirstpartofthepresentationandanswerthequestions.InstructSstoexplorethereasonsYiJiefangfoundedNPO-Greenlife.WhilelisteningActivity31.TasksSstolistentothesecondpartofthepresentationandtakenotes.2.TpresentstheskillsoftakingnotesSslistenagainandnotedownthespecificinformationofthetext.ThenSscomparetheiranswerswithothers.GuideSstoobtainthedetailedinformationinlistening.WhilelisteningActivity41.TasksSstobringupquestionstheywanttoaskthepresenter2.TaskSstolistentothequestionsintheQ&Asectionsandlistenformoredetails.Sstrytobringuptheirownquestionsandlistenforthequestionsaskedbyothers.Sslearnhowtoraisequestionsafteraspeechtogainmoredetailsaboutthecontentofthetalk.AfterlisteningTpresentstwoquestionsandinvitesSstodiscusswiththeirgroupmember:1.WhatkindofpersondoyouthinkMsYiJiefangis?Why?2.DoyouwanttobeanvolunteerofNPO-Greenlife？WhatdoyoulearnfromtheachievementsofNPO-Greenlife?3.Whatcanwedointhedailylifetoprotectourenvironment1.Ssconsiderthethreequestionscarefullyanddiscussthemwiththeirmembers.2.Eachgroupwillhaveamembertorecordtheirdiscussionandthenanothermembersharetheiropinionsinthewholeclass.1.Sswillthinkofthetalkcriticallyandexpresstheirownideasafterdiscussion.2.Studentswillbemotivatedtogetinvolvedinthevoluntaryworkandprotectenvironmentinthedailylife,realizingthatevenasmallchangewillmakeabigdifference.Review1.TasksSstointroduceNPO-Greenlifetootherswiththehelpofthestructureandkeywords.2.TasksSstoworkinpairs.“ImagineyouhaveachancetomeetMsYiJiefang,preparesomequestionsthatyouwouldliketoaskher.Thenrole-playaninterview.”1.Sstrytoretelltheinterviewusingthekeywords2.Sshavearoleplay.OneactsasYiJiefangandtheotherraisequestionstoher1.Sslearntousethelanguageinthetext.2.Ssimaginetheyareinaspecificjobandpredictthestresstheywillmeetandmeanwhileanalyzeandprovideadvice.QuizTshowsSsasummaryofYiJiefangandaskSstochoosetherightwordsSsusethesummarytorecallwhathavebeentalkedintheinterviewandchoosetherightwordsCheckSs’understandingofthethetext.Self-evaluationTshowsSstheself-evaluationtableandasksSstofinishit.Ssreflectindividuallyandtickthetable.Ssassesstheirperformanceintheclassandadjusttheirattitudeandmethodinthenextclass.HomeworkTpresentsapictureandasksSstoWriteaspeechforYiJiefanginthewelcomeceremonyheldbytheDunhuanggovernment.ThespeechshouldincludethereasonswhyshestartedNPO-Greenlife,howsheovercamethedifficultiesandappealingtomorevoluntaryworkSsfinishitafterclass.PuttingthemselvesinYi’sshoes,Ssreviewwhattheyhavelearnedandapplyittoanewsituation,appealingtomorepeopletoprotecttheenvironmentLesson3“‘whitebikes’ontheroad”板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40–45分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+Speaking主題語(yǔ)境人與自然——人與環(huán)境；人類生存、社會(huì)發(fā)展與環(huán)境的關(guān)系內(nèi)容分析本文介紹了被稱為“自行車之城”的阿姆斯特丹所具備的有利條件；并按照時(shí)間順序介紹了“whitebikes”的發(fā)展歷程。從1960s這一環(huán)保理念提出的目的、行動(dòng)、結(jié)果，再到1999重新登場(chǎng)后的改進(jìn)措施，再到發(fā)展現(xiàn)狀和在全球范圍內(nèi)的影響，用簡(jiǎn)潔又邏輯的語(yǔ)言進(jìn)行了說(shuō)明。最后，還將中國(guó)的共享單車與“whitebikes”進(jìn)行對(duì)比，客觀的探索中國(guó)共享單車的優(yōu)勢(shì)、問(wèn)題以及未來(lái)的發(fā)展。教學(xué)目標(biāo)1.獲取阿姆斯特丹的有利條件2.按照時(shí)間順序梳理whitebikes的發(fā)展歷程以及不同時(shí)期措施與結(jié)果的因果關(guān)系3.描述并闡釋whitebikes的利弊以及前景4.發(fā)現(xiàn)并賞析說(shuō)明文的寫(xiě)作特點(diǎn)和語(yǔ)言特點(diǎn)5.評(píng)價(jià)whitebikes的意義，客觀看待中國(guó)的共享單車，并為其發(fā)展獻(xiàn)計(jì)獻(xiàn)策教學(xué)重點(diǎn)1.引導(dǎo)學(xué)生復(fù)述whitebikes不同時(shí)期措施與結(jié)果的因果關(guān)系2.引導(dǎo)學(xué)生評(píng)價(jià)whitebikes的意義，客觀看待中國(guó)的共享單車，并為其發(fā)展獻(xiàn)計(jì)獻(xiàn)策教學(xué)難點(diǎn)引導(dǎo)學(xué)生梳理說(shuō)明文的文本結(jié)構(gòu)，發(fā)現(xiàn)并賞析說(shuō)明文的寫(xiě)作特點(diǎn)和語(yǔ)言特點(diǎn)。教學(xué)策略P–W–P閱讀模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityWords&expressionsTpresentsthreepicturestoSsandasksthemtousesomewordsandexpressionstodescribethosepictures.Sslookatthepicturesandspeakoutthewordsandexpressionsthatcanbeusedtodescribethesepictures.HelpSsrecallthetopic-relatedwordsandgetSsfamiliarwiththenewwordsandexpressionsfromthetext.BeforereadingActivityTasktheSstothinkoftheadvantagesanddisadvantageswiththehelpoftwopicturesSslookatthepictureanddescribetheadvantagesanddisadvantagesofsharedbikes1.Createarealsituationandintroducethetopic.2.ActivateSs’informationrelatedtothetopicWhilereadingActivity11.TshowsSstwopictureandinvitesSstothink“Whichofthefollowingcityiscalled“thecityofbicycles”?2.Tshowsanothertwopicturesfromthebookandpresentssomebike-friendlyfactsaboutAmsterdam1.SslookatthepictureandusebackgroundknowledgetochooseAmsterdamasthe“thecityofbicycles”2.Sslearnsomebike-friendlyfactsaboutAmsterdamActivateSs’informationrelatedtothetopicandaddmorebackgroundknowledgeWhilereadingActivity2TasksSstoreadthefirstparagraphandtakenotesaboutthereasonswhyAmsterdamisagoodcityforcyclingSsreadthefirstparagraphandtakenotesaboutAmsterdamFinishtheblanksSsgetthegeneralideaoftheconvenienceforridingbikesinAmsterdamWhilereadingActivity3TasksSstoreadtherestofthetext.FindoutWheredidtheideaof“Whitebikes”start?Whathappenedtoitsoonafter,andwhatisthesituationnow?1.Ssreadthetextindetailandfinishtheflowpart.2.Ssshareandcomparethenotesfromeachotherandimprovetheirnotes.1.TguidesSstolearntosummarizethedevelopmentofeventsbasedonthetimeorderaswellascauseandeffects2.formstructuredknowledgeforthefirsttime.WhilereadingActivity4TasksSstoreadformoredetailsandanswerquestionsbasedonthenotesSstalkaboutthedevelopmentofwhitebikesingroupsandtheninclassbasedonthenotesbeforeTcreatesanopportunityforSstointernalizethecontentslearnt.WhilereadingActivity5TaskSstolearnfromthelessonsofwhitebikesandfigureoutwaystotackleproblemsinpromotingsharedbikesHowistheproblemsolvedin1999laterinAmsterdam?WhatsolutionswillcomeupwithtosolvetheproblemsinChina’sbike-sharing?Ssreadformorespecificinformationandthinkofthesolutions1.TleadsSstomakecomparisonsbetweenwhitebikesandsharedbikesinChina2.Applywhattheyhavelearnedintopractice.AfterreadingActivity1TinvitesSstointroducewhitebikesfirstwithinthegrouptheninclassbasedonaflowchartSslookattheflowchart,thinkandtrytoretellSshaveastructuredanddetailedknowledgeofwhattheyhavelearnedAfterreadingActivity1TaskstudentsthefollowingquestionsWhatisthetypeofwriting?Inwhatorderdoesthewriterdevelopthearticle?SsreviewthestructureandlanguageofthetextandanswerthequestionsTgetsSstopayattentiontothestructureandwritingstylesofaexpositorywriting.GroupdiscussionTorganizeSstohaveagroupdiscussiontalkingaboutthefollowingquestions:a.Whatdoyouthinkarethemostimportantfactorscontributingtothesuccessof“whitebikes”inAmsterdam?b.Whatdoyouthinkofthepopularityofsharedelectronic-bikesinChina?Whyaretheycalledoffinsomecities?Ssworkingroupoffouranddiscussthetwoquestionswithgroupmembersandthensharetheirresultwiththewholeclass.1.TguidesSstothinkandreflectonthesuccessofwhitebikes.2.ThiswillinspireSstocriticallyviewthebenefitsandproblemsofsharedbikesinChina.ConclusionTinvitesSstoanswerthetwoquestionsa.Whatdoesthetitle“‘whitebikes’ontheroad”mean?b.Whatdoesthewritermeanbysaying“Wherewillbike-sharinggoinchina?Youdecide”?Ssthinkofthattheyhavelearnedandanswerthequestions.1.Bemotivatedtotaketheirownresponsibilityinthepromotionanddevelopmentofsharedbikes2.HaveabetterunderstandingoftheintentionofthearticleReviewTaskSstodoarole-playwithgroupofsix.Workingroupofsix.“Imaginethatagovernor,apoliceman,andsomeshared-bikeridersareinvitedtoparticipateinatalkshow.Eachofyouwilltakeonaroletotalkaboutthebenefitsandproblemsofshared-bikesinChinaaswellassolutionsandfuturedevelopment.”Ssdotheroleplayandreviewwhattheyhavelearnedaboutwhitebikesandsharedbikes,includingtheirbenefits,problems,solutionsandindividualeffortsneededSsreviewthetextcontentsandbeabletoapplytheminanewsituation.QuizTshowsSstwoexercisesandinstructsSstofinishthem.SstranslatethethreesentencesintoEnglish,andfillintheblanksfromasummaryofthetext.PracticeandcheckwhetherSshavelearntwell.Self-evaluationTpresentsSsthreequestionstocheckSs’understanding.Doyouknowthemainwritingstylesofexpositorywriting?HaveyouhadabetterknowledgeofwhitebikesinAmsterdam?DoyouknowhowtomakesharedbikesasuccessinChina?Ssanswerthethreequestionsindividuallyandcarefully.Ssassesstheirperformanceintheclassandadjusttheirattitudeandmethodinthenextclass.Homeworka.TasksSstoFinishExercise3,4onPage84.b.WriteashortpassagetointroducesharedbikesinChinatoothers.Payattentiontothestructureofyourwriting.Ssfinishitafterclass.ApplythelanguagepointsrelatedtothetopicandthestructureofthetexttotheirwritinganddeepenSs’understanding.Writingworkshop板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)40分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+writing主題語(yǔ)境人與自然——環(huán)境保護(hù)內(nèi)容分析本課的寫(xiě)作范文以ActionsTakenbyCityResidentstoHelpProtecttheEnvironment為標(biāo)題，以調(diào)查報(bào)告的形式呈現(xiàn)了市民對(duì)于環(huán)境保護(hù)所持的態(tài)度。報(bào)告結(jié)合柱狀圖、餅狀圖等圖表詳細(xì)說(shuō)明了調(diào)查樣本在環(huán)境保護(hù)意識(shí)與行動(dòng)方面的成績(jī)與存在的問(wèn)題，并提出改進(jìn)意見(jiàn)和建議。教學(xué)目標(biāo)1．獲取調(diào)查報(bào)告中呈現(xiàn)的關(guān)于市民環(huán)保意識(shí)和行為的事實(shí)性信息（如調(diào)查的時(shí)間和地點(diǎn)、目的、參加的人員、調(diào)查的具體問(wèn)題和基本發(fā)現(xiàn)等）；2．梳理調(diào)查報(bào)告的文本結(jié)構(gòu)，辨別調(diào)查報(bào)告的組成部分及具體內(nèi)容；3．辨別調(diào)查報(bào)告典型的語(yǔ)言句式特點(diǎn)，尤其是運(yùn)用多種方法進(jìn)行定量表述；4．初步運(yùn)用不同的語(yǔ)言句式和簡(jiǎn)單的圖表（餅狀圖與柱狀圖）進(jìn)行定量表述。教學(xué)重點(diǎn)梳理調(diào)查報(bào)告的文本結(jié)構(gòu)。教學(xué)難點(diǎn)使用不同的語(yǔ)言句式和簡(jiǎn)單圖表進(jìn)行定量表述。教學(xué)策略讀寫(xiě)法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TasksSstodoapairworkandanswerthequestions:Whatshouldbeincludedinasurveyreportonenvironmentalprotectionfortheresidentsinyourcityortown?Studentsworkinpairsanddiscussandanswerthequestion.Activatepriorknowledgeabout“environmentprotection”andgetreadyforwriting.Activity2TasksSstoreadthesurveyreportonPage40andanswerthefollowingquestions.1.Whoconductedthesurvey?2.Whowereinterviewedinthesurvey?3.Whatisthepurposeofthesurvey?4.Whatquestionswereasked?5.Whatarethefindings?6.Whatistheconclusion?SsreadthesurveyreportonPage40andanswerthequestions.Understandthedetailsofthereadingandsummarisethemainpointsrequiredinasurveyreport.Activity3TasksSstolabeleachparagraphofthereportwiththefollowingheadings.a.Introductionc.Negativefindsb.Conclusiond.PositivefindingsSsreadthesurveyandfinishthechart.Readforthestructureofasurveyreportonenvironmentalprotectionfortheresidentsinone’scityortown.Activity4TasksSstounderlinethequantityexpressionsinthesurveyreport.Andanswerthequestion.whydoestheauthorusequantityexpressions?Ssunderlinesthequantityexpressionsinthesurveyreportandanswerthequestion.Readforlanguageandgetreadyforthewriting.Activity5TasksSstodescribegraphsbasedonActivities3and4,andthechartinActivity5onPage41.Pleaseuseproperquantityexpressions.Ssuseproperquantityexpressiontodescribethegraphsandchart.Practicetheuseofquantityexpressions.Activity6TasksSstocompletetheoutlineoftheirsurveyreportbasedontheformatandexpressionstheyhavediscussed.Sscompletetheoutlineoftheirsurveyreport.Makeapreciseoutlineoftheirwriting.Activity7TasksSstousetheiroutlineandtheWritingHelptowritethefirstdraft.Writethefirstdraft.Drafting.Activity8TasksSstoedittheirsurveyreportinpairsaccordingtothefollowingPeerEditingSheet.Edittheirsurveyreportinpairs.Edittheirwriting.Activity9TasksSstoanswerthefollowingquestionsbasedonwhattheyhavelearnt.1.Whodidyouinterview?2.Whatisthepurposeofyoursurveyreport?3.Whatquestionswereaskedintheinterview?4.Whatarethefindingsinyoursurveyreport?5.Whatistheconclusioninyoursurveyreport?6.Whatistheproperformatofapersonalemail?Ssanswerthequestionsandreviewthewriting.Reviewthewriting.Activity10TasksSstoevaluatethemselvesaccordingtothechart.Studentsticktheiranswersintheself-evaluationchart.Consolidatewhathavebeenlearntinthislessonandcommentontheirlearningefficiency.Grammar板塊教學(xué)設(shè)計(jì)（建議每個(gè)語(yǔ)法點(diǎn)的時(shí)長(zhǎng)各40–45分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Grammar主題語(yǔ)境人與自然—環(huán)境保護(hù)內(nèi)容分析本板塊為本單元的重點(diǎn)語(yǔ)法結(jié)構(gòu)，-ed和-ing以及構(gòu)詞法中的轉(zhuǎn)換法：將名詞轉(zhuǎn)化為動(dòng)詞。本部分旨在引導(dǎo)學(xué)生感知發(fā)現(xiàn)、總結(jié)規(guī)律、在真實(shí)語(yǔ)境中學(xué)會(huì)并運(yùn)用本單元的重點(diǎn)語(yǔ)法結(jié)構(gòu)。教學(xué)目標(biāo)1.能夠在教師的引導(dǎo)下，找出相應(yīng)的語(yǔ)法現(xiàn)象。2.能夠歸納總結(jié)分詞的功能及用法；能夠依據(jù)轉(zhuǎn)化原則，根據(jù)名詞猜測(cè)其對(duì)應(yīng)動(dòng)詞的意義3.能夠在真實(shí)語(yǔ)境中學(xué)會(huì)并正確運(yùn)用分詞；正確使用名詞或其動(dòng)詞形式教學(xué)重點(diǎn)1.能夠在教師的引導(dǎo)下，找出相應(yīng)的語(yǔ)法現(xiàn)象。2.能夠歸納總結(jié)分詞的功能及用法；能夠依據(jù)轉(zhuǎn)化原則，根據(jù)名詞猜測(cè)其對(duì)應(yīng)動(dòng)詞的意義。教學(xué)難點(diǎn)能夠在真實(shí)語(yǔ)境中學(xué)會(huì)并正確運(yùn)用分詞，將名詞和對(duì)應(yīng)動(dòng)詞進(jìn)行轉(zhuǎn)換。教學(xué)策略PPP模式；歸納演繹法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityLeadin1.TpresentstwopicturesaboutenvironmentalprotectionandasksSstodescribethem2.TintroducethegrammarthatwillbetalkedandleadsSstofindoutv-ed&v-ing1.Sslookatthetwopicturesanddescribethem3.Ssconcludetheformofv-ed&v-ing1.TgetsSstorecallthecontextinformationtheyhavelearnt.2.SslearntosummarizetheformofV-ing&V-edHavealookTmakesSstofindmoresentenceswithv-ed&v-inginLesson1Ssreadthetextcarefullyandunderlinethesentenceswithinfinitives.TgetstostrengthenSs’understandingoftheformofv-ed&v-ing.AnalyzeTpresentsthesentenceswithv-ed&v-ingandasksSstoanalyzethefunctionsofthemSsusingtheirpreviousgrammarknowledgetrytofigureoutthefunctionsofv-ed&v-ingineachsentence.TguidesSstoconcludethefunctionsofv-ed&v-ingPracticeTshowsSsthesentenceswithv-ed&v-ingfromCollegeEntranceExamandasksthemtofillintheblanks.Sstrytocompletethesentenceswiththegrammartheyhavelearnt.ThelpsSsknowhowtoapplyv-ed&v-inginpractice.ReviewTgivesamaphelpSsrecallthefunctionsanddifferencesofv-ed&v-ingSsreviewthefunctionsanddifferencesofv-ed&v-ingReviewthefunctionsanddifferencesofv-ed&v-ingQuizTasksSstofinishtheexercisefromthetextbook.Ssfinishtheexercise.Checkhoww